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All Journal Jurnal Pendidikan Fisika dan Teknologi Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Journal of Science and Science Education (JoSSEd) Indonesian Journal of Applied Science and Technology International Journal of Contextual Science Education Jurnal Pengabdian Pendidikan IPA Kontekstual
Amanah, Prelia Dwi
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Agriculture, Biological Sciences & Forestry Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Materials Science & Nanotechnology Neuroscience Physics Public Health Social Sciences Other

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Science Teachers Perceptions of the Nature of Science (NOS) and the Nature of Scientific Inquiry (NOSI) Al-Qoyyim, Thufail Mujaddid; Amanah, Prelia Dwi; Muliati, Eka; Fitratunisyah, Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 3 (2025): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i3.936

Abstract

This study aims to analyze science teachers' perceptions of the Nature of Science (NOS) and Nature of Scientific Inquiry (NOSI), including their understanding of the nature of scientific knowledge, the scientific method, and the challenges in its implementation in the classroom. A survey method was employed, involving 61 science teachers from various educational levels. The findings reveal that 59% of teachers agreed and 34.4% strongly agreed that they understand the nature of science and apply it in their teaching. Additionally, 65.6% agreed and 26.2% strongly agreed that scientific knowledge is tentative and continually evolving. Regarding the scientific method, 49.2% agreed and 44.2% strongly agreed that science is based on empirical evidence and can be tested. However, despite a general understanding of the importance of inquiry-based approaches, 47.5% disagreed and 14.8% strongly disagreed with the effectiveness of the inquiry model in science education, indicating significant challenges in its implementation. Factors such as limited facilities, time constraints, and students' readiness were identified as key obstacles to the optimal integration of NOS and NOSI. Therefore, enhanced teacher training, infrastructure support, and more adaptable teaching strategies are essential to ensure the effective implementation of NOS and NOSI in science education.
Integrating PBL, Ethno-STEM, and AR for Critical Thinking and Digital Literacy: A Systematic Review (2016–2025) Amanah, Prelia Dwi; Rahayu, Satutik; Gunawan, Gunawan; Doyan, Aris
Journal of Science and Science Education Vol. 6 No. 2 (2025): October
Publisher : Pascasarjana, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jossed.v6i2.11431

Abstract

This study aims to describe research trends related to the integration of Problem-Based Learning (PBL), Ethno-STEM, and Augmented Reality (AR) in improving students' critical thinking skills and digital literacy during the period 2016 to 2025. The formulation of the problem in this study is how the development of scientific publications related to the integration of the three approaches and their contribution to strengthening 21st century skills. The method used is descriptive analysis with a bibliometric approach using data from Google Scholar analyzed through Publish or Perish (PoP), Dimensions.ai, and visualized using VOSviewer. The results of the study show a significant increasing trend in publications discussing the integration of PBL, Ethno-STEM, and AR, especially since 2022, as well as the dominance of publications in the form of book chapters. In addition, keyword visualization confirms that the theme of developing innovative learning models, critical thinking, and digital literacy is the main focus in modern science education research. This study recommends further development of the integration of contextual and technological approaches to support improving the quality of learning in the digital era.
PBL-Based Science Modules Integrating Ethno-STEM and Augmented Reality: An Analysis of Practicality and Effectiveness Amanah, Prelia Dwi; Rahayu, Satutik; Gunawan, Gunawan
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 11 No 2 (2025): July - December
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v11i2.10675

Abstract

This study aims to analyze the practicality and effectiveness of a Problem-Based Learning (PBL)-based science module integrated with the Ethno-STEM approach and assisted by Augmented Reality (AR) on the subject of Motion and Force for seventh-grade junior high school students. The module was developed as an innovative effort to improve the quality of science learning by linking local cultural contexts and the use of technology. This research uses research and development (R&D) methods including testing practicality and effectiveness. Documents analyzed for practicality include observation sheets for learning implementation, observation sheets for critical thinking skills and digital literacy through LKPD, and questionnaires for teacher and student responses. The effectiveness of the documents analyzed includes the results of pre-tests and post-tests for critical thinking skills and digital literacy of students. Practicality was analyzed using the % practicality formula, and the results of the analysis showed that all components obtained a % practicality value > 60%, which is categorized as practical and very practical. Meanwhile, the effectiveness test used N-Gain, where the N-Gain of critical thinking skills showed a value of 72.41% for the average %N-Gain of the experimental class and 53.83% for the control class. The N-Gain of digital literacy had an average of 68.71% for the experimental class and 24.24% for the control class. Therefore, the PBL model science module based on Ethno-STEM assisted by AR has proven to be practical and effective for use in the learning process at the junior high school level, so that the module can be trusted to be used as a learning resource.
Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI AMANAH, PRELIA DWI; Handriani, Lia Saptini; Al-Qoyyim, Thufail Mujaddid; Fitratunisyah; Muliati, Eka; Jauhari, Muhammad Tantawi; Jufri, A Wahab
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

Abstract

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.
Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI AMANAH, PRELIA DWI; Al-Qoyyim, Thufail Mujaddid; Muliati, Eka; Fitratunisyah; Jauhari, Muhammad Tantawi; Jufri, A Wahab
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.986

Abstract

Scientists play a crucial role in the advancement of science and technology; however, public perceptions of them are still influenced by various stereotypes and limited understanding. Science teachers, as educators who shape students' perceptions of scientists, hold views that can influence how science is taught and understood in schools. This study aims to analyze science teachers' perceptions of scientists, covering aspects such as the image of scientists, trust in the scientific method, scientists' relationship with society and education, their relevance to religious and cultural values, and the attractiveness of the scientist profession. The study employed a survey method involving 61 science teachers from various schools in Indonesia. The findings indicate that while most respondents have high confidence in scientists and the scientific method, there remains a gap in the representation of contemporary scientists in education and media. Additionally, scientists are still perceived as having limited involvement in formal education and public communication. Although the scientist profession is regarded as appealing, challenges such as gender stereotypes and the exclusivity of science continue to be barriers. Therefore, more inclusive strategies in science education and communication are needed to strengthen the role of scientists in society.
Pendampingan Implementasi Kurikulum Merdeka pada Pembelajaran IPA AMANAH, PRELIA DWI
Jurnal Pengabdian Pendidikan IPA Kontekstual Vol. 4 No. 1 (2026): Februari 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppik.v4i1.1566

Abstract

This community service program aims to enhance teachers’ understanding and capacity in implementing the Merdeka Curriculum in Natural Science (IPA) learning at the junior high school level. The program was conducted through mentoring, training, and reflective activities on curriculum implementation at a partner school, namely SMPN 6 Mataram. The service activities employed a participatory approach consisting of several stages, including needs analysis, curriculum training, assistance in developing teaching modules, classroom implementation, and program evaluation. The results of the program indicate that teachers gained a more comprehensive understanding of the concept of the Merdeka Curriculum, the development of teaching modules, the application of project-based learning, and the implementation of formative and summative assessments. Furthermore, teachers were able to integrate the values of the Pancasila Student Profile into science learning through experimental activities, group discussions, and simple scientific projects. The mentoring activities also had a positive impact on enhancing teachers’ creativity in designing learning processes that are more contextual, flexible, and student-centered. This community service program is expected to serve as a model for strengthening the implementation of the Merdeka Curriculum in schools and to promote the improvement of science learning quality that is more innovative and relevant to the demands of the 21st century.
Assisting the Evaluation of Merdeka Curriculum Implementation in Science Learning AMANAH, PRELIA DWI
Jurnal Pengabdian Pendidikan IPA Kontekstual Vol. 4 No. 1 (2026): Februari 2026
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppik.v4i1.1567

Abstract

The implementation of the Merdeka Curriculum requires the readiness of teachers, schools, and evaluation systems that are capable of ensuring the realization of student-centered learning. This community service activity aims to describe the implementation of the Merdeka Curriculum in science learning and to evaluate various challenges that arise during its implementation at SMPIT ABATA Lombok. The method employed in this activity was a descriptive qualitative approach, conducted through classroom observations, in-depth interviews, and reflective discussions with the school principal and science teachers. The results of the activity indicate that the Merdeka Curriculum provides teachers with greater flexibility in designing contextual and creative learning experiences. However, several challenges were identified, including limited laboratory facilities, variations in students’ abilities, and differences in the levels of technological literacy among teachers. The evaluation of curriculum implementation was conducted using the CIPP (Context, Input, Process, Product) evaluation model, which enables a comprehensive assessment of the learning process. This activity contributes to improving teachers’ understanding of curriculum implementation and encourages stronger collaboration among teachers in developing more innovative science learning practices.
The Construction of Community Knowledge into Scientific Knowledge in the Banyumulek Pottery Ecotourism Area Amanah, Prelia Dwi; Martin, Nurhidayat; Andayani , Yayuk
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Banyumulek Village in West Lombok, West Nusa Tenggara, is an ecotourism area based on pottery crafts that integrates cultural preservation, utilization of local natural resources, and community economic empowerment. This study aims to construct the community’s knowledge of the pottery-making process into scientific concepts and to identify its potential as an ethnoscience-based science learning resource. A qualitative descriptive approach was employed through field observations, in-depth interviews with artisans and collectors, and questionnaires administered to teachers and students. The research instruments were validated by experts, and data were analyzed through data reduction, data display, and conclusion drawing. The results indicate that each stage of pottery production (from raw material collection, clay processing, shaping, drying, firing, to coloring) embodies scientific principles, including physical and chemical properties of materials, force and motion, heat transfer, and physical and chemical changes. These findings demonstrate that the traditional practices of the Banyumulek community are strongly aligned with scientific concepts. This study contributes to the development of ethnoscience studies and provides an empirical basis for designing contextual and local-wisdom-based science learning resources.
Co-Authors A Wahab Jufri Al-Qoyyim, Thufail Mujaddid Andayani , Yayuk Aris Doyan Fitratunisyah Fitratunisyah, Fitratunisyah Gunawan Gunawan Jauhari, Muhammad Tantawi Lia Saptini Handriani, Lia Saptini Martin, Nurhidayat Muliati, Eka Satutik Rahayu